Transcript Alicia poster revised 7-7

Interactive Concept to Aid in Understanding Dimensional
Analysis
Alicia Hicks
Indiana State University
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Purpose
• Many students struggle with learning how to
utilize dimensional analysis .This confusion is due
to not understanding the concept of dose per
volume, leading to difficulty when starting the
sequencing. This could be one of the contributing
causes to medication errors in clinical practice.
• Does using models, such as Play-doh and
pebbles, help students learn the concept of
milligrams per milliliters when calculating dosages
using dimensional analysis method?
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Conclusion
Although there were no statistically significant
differences, the group with the model treatment had
the greatest improvement between pre and posttest scores.
The scores in conjunction with the positive
comments from the subjects leads the researcher to
believe there could be significant results with a
larger sample group and elimination of the control
group.
This could lead to :
• Better understanding of dimensional analysis
• Increasing confidence in setting up dimensional
analysis
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• Decrease medication errors
Methods
A series of pre- and post-tests are used to measure learning growth
in each of the treatment groups.
Three treatment groups were utilized:
*
•
Control: one group had no intervention between the pre and post
tests
•
Lecture-only: this group had step by step instructions on using
dimensional analysis with practice problems.
•
Model: this group had both instructions on dimensional analysis
and hands-on learning time with the models with an addition of
the step by step practice problems used in the lecture-only
group.
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Data
References
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theory
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medication
errors. Journal of Nursing Education, 45(2), 91-94.
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practice?:
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Results
• Both the model group and the lecture only group
had higher post-test scores when compared to the
pre-test scores, with the greatest difference
between scores of the model group.
N=11
• Model group participants voiced comments after
the post-test, that they felt more confidence in
their ability to utilize dimensional analysis and
correctly calculate dosages.
• Several control group participants voiced
frustration and requested to learn the model
theory then after the model theory was presented
to the participants they voiced the same
satisfaction the model group voiced.
Control
Average
Scores
Pre
6.33
Lecture
Post
6
Pre
3.25
Model
Post
6.5
Pre
2.75
Post
7.5
a literature review. Nurse Education Today, 30(2010), 85-97.
Wright, K. (2008). Drug calculations part 1: a critique of the formula used by nurses. Nurse
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Wright, K. (2008). Drug calculations part 2: alternative strategies to the formula. Nurse
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Wright. K. (2008). The assessment and development of drug calculation skills in nurse
education- a critical debate. Nurse Education Today, 29(2009) 544-548.
Funding Source:
Dr. Marcee Everly, Nursing Faculty, Student Nurse Association, Lambda Sigma Chapter of Sigma Theta Tau International Honor Society